Seven in 10 said they were “comfortable” with lecture capture.
Lecture capture technology, according to a recent survey, doesn’t let overachieving students strut their stuff in the classroom, and they’re not happy about it.
Student respondents in a Clemson University study of the campus’s lecture-capture use gave the recording technology rave reviews, but among the minor critiques was concern that simply watching a lecture online wouldn’t let students academically preen like they do in class.
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The university’s findings were presented during an June 14 session at EduComm, an educational technology conference that brought thousands of campus technologists to Orlando June 13-15.
Pamela Havice, an associate professor at Clemson in South Carolina who oversaw the lecture capture survey, said some student respondents were dismayed that they were no longer able to show peers and professors just how much they knew about a topic.
One student who answered survey questions anonymously said watching recorded lectures alone meant they couldn’t “gain the professor’s attention” and beat students to the punch during class time.
“There’s a real sense of competition there,” Havice said. “And it was kind of distributing information … to know that [students] think professors are going to look down on them” if they’re not the first to answer a question.